As part of a professional development project aimed at engaging in the Discipline of Noticing as conceptualised by John Mason, some colleagues and I wrote and shared brief-but-vivid accounts of our practice. Evident in these accounts is the catalyst for the subsequent change in my practice of introducing short, pre-recorded videos to complement, or substitute for, live lectures in my large, first-year Mathematics for Business course. In this talk I will discuss how I noticed and challenged a core belief I had held as a mathematics lecturer through keeping and examining the accounts; the subsequent change of practice and research conducted on students’ preferences for live lecture and/or recordings in this course; and, some unintended consequences of this change, as evidenced through the accounts. I finish by briefly reflecting on what role should/could a mathematician-turned-math education researcher play in supporting mathematician colleagues in decisions around the use of recordings in their courses

Zoom link: https://ncsu.zoom.us/j/93542716306?pwd=c1Iyc0s2bUJhWUR0R2ZNcmlLSHJqQT09